Teachers Book Surah Al-Tin

ILQ | Teachers’ Book Al-Tin SURAH 95: AL-TIN ‫سورة التي‬ Fig Learning Outcomes: At the end of this Surah, the students will learn: 1. The 5 Prophets of Ulul Azmi and their symbolics in this Surah. 2. The perfect characters of a human. 3. How to become a person with great character like Rasul Ulul Azmi. SURAH OVERVIEW Surah al-Tin is a Meccan surah. Verses 1-5 (verse 6) was revealed as a continuation for (verse 1-5 of surah al tin) Surah al-Sharḥ which states that some people will be brought down to be the lowest of the lows. However, some of the companions asked on the status of those who are inflicted with senility, will their deeds still be accepted by God? And Allah comforted them that their deeds will not be cut off. To understand this, let us understand first verses 1-6. ‘al-Tin’ refers to a type of plant. It is a symbol which signifies the message of the whole surah. It revolves around the heedlessness of man from his own nature and his misplaced sense of priority, by neglecting matters of the hereafter and attending to worldly concerns only. He stops contemplating on God, the Day of Judgment and his nature. As a result, he forgets himself – on the nature of his soul, and starts thinking only of himself and his physical self. For that, a reminder needs to be given to them so that they will remember. Allah starts by describing the primordial perfection that Allah has instilled in man. And the examples of this perfection are hinted at by way of allusions. Then, Allah shifts the narrative dramatically by insulting man very lowly. However, Allah then, again, adds quickly that there are exceptions to this humiliation. Those who believe and do good deeds will not be cut off from His mercy. This surah relates to Surah al-Sharḥ in that it serves as a continuation to Surah al-Sharḥ. In it, Allah commanded the Prophet to stand and worship Allah. In al-Tin, Allah then explains the symbolic relationship between standing upright and man’s spiritual integrity and what makes him noble. It is also related to Surah al-‘ʿAlaq in that it describes in a more detailed manner the physical aspect of man. Even though he is spiritually noble, it is not an excuse for him to do nothing to maintain his nobility. And that without good deeds, he is nothing but a body made up of a drop of lowly liquid.

ILQ | Teachers’ Book Al-Tin TAFSIR CORNER 1. Two Blessed Plants. “By the fig and the olive,” Allah opens this surah with an oath on figs and olives. Figs are a hint for Damascus, the place of Prophet Nuh. Meanwhile, olives are known to grow well in Jerusalem, where Prophet Isa used to live in and did dakwah. Both were amongst the most noble of the prophets. 2. Mount Sinai: “And Mount Sinai,” And Allah mentions Mount Sinai. This is a famous place where Prophet Musa used to have live conversations with Allah. It was an event that elevated him as also one of the noblest prophets. 3. Makkah, a Peaceful City. “And this safe land,” The last place mentioned is Makkah. It was where Prophet Ibrahim built the Kaabah as well as the birthplace of the Seal of the Prophets, Muhammad saw. Both of them are also included in the list of the noblest prophets. All of them – Nuh, Isa, Musa, Ibrahim and Muhammad – are known as the Ulul ‘Azmi. And among these five prophets, Prophet Muhammad is the noblest. 4. Man Is the Best Creation. “We created man in the best design.” All of the oaths taken by Allah are to point to an important fact, that man is the best of all creations. The word ‘taqwim’ refers to different components that are arranged in a whole of which there are no other arrangements that can better the said arrangements. It also means that the arrangements fit to the purpose of its creation. So, for example, a car’s parts are arranged to function as optimum as possible according to its purpose of creation – to move on land without much difficulty. Similarly, man is designed to stand upright. This is the best arrangement which allows him to do many things that other creatures cannot do. He can benefit from the world made for him, tame animals at his service, understand the world around him and many more. all of this is to help him fulfil the purpose of his creation, which is to worship Allah. Indeed, this is what is meant by Allah when He has made the world subservient for man (al-Haj: 65). In fact, the Earth itself – and everything on it – is made for him. Spiritually, this is the best arrangement. His brain is positioned in his head – the highest place in his body, alluding to the nobility of his ‘ʿaql. His heart administers his life and his spiritual well-being. Both of which are protected by the thickest bones, signifying its importance from being damaged physically and spiritually. And he can also drop down his body at the lowest position to demonstrate humility before Allah, by ruku’ and sujud.

ILQ | Teachers’ Book Al-Tin With that being said, man has been created perfect physically and spiritually, externally and internally, besting all creatures. 5. Man Lowered To The Lowest Position. “Then reduced him to the lowest of the low,” And then Allah humiliates him to the lowest of positions. This can be understood in two ways. The first one is his physical degeneration due to the coming of old age. This is one of the reasons the companions were asking about the value of their deeds, whether they will still be rewarded for their deeds even after they have become senile and old. The second understanding is that man is being lowered spiritually, and as a consequence, less noble. Even so, this does not mean that Allah humiliates man without any valid reason. Instead, him being so is because of his own doings, therefore Allah humiliates him. In other words, he himself chooses to become low and despicable when he disobeys Allah. And that is how Allah arranges his matters. Whoever chooses to be noble and worthy, Allah will elevate him. And whoever chooses otherwise, Allah will leave him be. And because of this, man has no reason to blame others for his own downfall. 6. Endless Rewards. “Except those who believe and do righteous deeds; for them is a reward without end.” This verse is an answer to the question posed by the companions, when they were worried about their deeds, Allah gave them a guarantee that the rewards for their deeds will not be cut off. Their rewards will flow endlessly. The word ‘mamnun’ can be understood in two different ways. It can mean ‘cut off’; and also ‘favour’. Therefore, ‘ghayru mamnun’ can mean ‘not being cut off’ and also ‘not as a favour’. The first understanding means that their deeds will not be cut off from their due rewards forever. The second understanding, however, can mean that the rewards given to them are not as favours, but as a sign of Allah’s tremendous generosity. They were rewarded not only for their good deeds, but also because God loves them. 7. Rejecting the Religion without Reasons. “So why do you still reject the religion?” After all of the explanations on the nature of man the accompanying rewards if he acknowledges that nature, Allah then provokes man. After everything has been said, there are no more reasons for them to deny the religion of Islam. So, Allah asks them, why are they still being stubborn and opposing Allah? Another way to understand this verse is Allah asked the Prophet about the plausibility of His explanations. After all explanations have been provided, it should have become clear to him why there still exist people who disobey Allah. It is because they do not know – or refuse to know – their own nature (al-Hashr: 19). And this is because they have forgotten Allah. And so Allah makes them forget about themselves, their origin and purpose of existence.

ILQ | Teachers’ Book Al-Tin 8. Allah Is The Wisest. “Is God not the Wisest of the wise?” The word ‘hakim’ can carry different meanings, amongst them are ‘wise’ and ‘judge’. If it is understood in the first sense, then Allah is the Wise for He has created man in the best of all forms and with the worthiest of all purposes. And that whatever misdeeds done by man are of his own. If it is understood in the second sense, then Allah is the Wisest Judge. This is because He judges man with incomparable mercy and compassion, where the good deeds done by man are rewarded multiple times over. SUMMARY Surah al-Tin plays an important role in explaining the nature of man as a creation of ‘two worlds’ - dunya and akhirah, spiritual and physical. He is the most perfect creation made by Allah. This is conveyed by giving examples of the perfect men, who were Prophet Nuh, Isa, Musa, Ibrahim and Muhammad alayhimussalam. And then Allah explains the consequences of both acknowledging and denying this nature.

ILQ | Teachers’ Book Al-Tin LESSON 1: THE FRUIT PROPHETS Introduction: The focus will be on the background on which the messages of this surah are based. Activities 1-3 will be focusing on the objects mentioned in verse 1-3, namely: figs, olives, mount Sinai, and the Kaabah. The introduction of these objects serves as a set induction, the context upon which all subsequent lessons will be built. All of the objects mentioned in these verses represent the noblest Prophets - Nuh, Ibrahim, Musa, Isa and Muhammad alayhimussalam. In each activity, the facilitator should start by executing the set inductions recommended. However, its variants depend on the facilitator’s creativity. Set Induction: In the Quran, Allah mentions many types of plants and fruits. Some are food in heaven. While others serve as metaphors. In Surah al-Tin, Allah mentions two fruits. What is the purpose of mentioning two of the most unique fruits? Lesson Outcome: At the end of the lesson, students will be able to: 1. Recognize figs and olives correctly. 2. Identify correctly the prophets that are represented by olives and figs (Isa and Nuh) in verse 1. Materials: 1. Figs 2. Olive (fruits or oil) Procedure: 1. Divide students into two groups. 2. One group brings figs and the other one brings olive. 3. The teacher guides the students by dissecting the figs and olives and identifying their respective parts. 4. Then, share your food with each other. 5. To conclude the activity, the teacher briefs the students on the geographical sites that are involved in the allegory of the verse. Lessons: In verse 1, Allah mentioned figs and olives. So, through this activity, they can recognize the Prophets that are mentioned in this verse. Lesson Assessment: Formative: Ask the student about the fruits. 1. Draw the diagram of fig and olive. 2. What is the part of the fruits? Can you label it? 3. Can you search for fun facts about fruits and plants? Summative: Ask the students about the representative purpose of the fruits. 1. What does fig represent? 2. What does olive represent?

ILQ | Teachers’ Book Al-Tin LESSON 2: THE MOUNTAIN PROPHET Introduction: Activities 1-3 will be focusing on the objects mentioned in verse 1-3, namely: figs, olives, mount Sinai, and the Kaabah. The introduction of these objects serves as a set induction, the context upon which all subsequent lessons will be built. Set Induction: We have known that the first verse hints at two of the noblest prophets - Isa and Nuh. So, who does mount Sinai represent? Let us do an activity to figure it out. Lesson Outcome: At the end of the lesson, students will be able to: 1. Identify the prophet hinted at by verse 2. 2. Explain the geography and the sites involved in surah al-Tin approximately. 3. Relate the geography of verse 1 with verse 2 approximately. Materials: 1. Blue construction paper 2. Acrylic paint 3. Paintbrush 4. Mahjong paper Procedure: 1. Paint brown triangles at the top half of the paper and top them with a little white for a snowy effect. 2. Then, add a grassy field on the bottom half of the paper, below the mountains. 3. While the mountains and grass are drying up, the teacher can incorporate the history of Mount Sinai. 4. Finally, put the crafted mountain on mahjong paper. Guide the students to draw the geography that is referred to in Surah al-Tin. Lessons: In verse 2, Allah mentioned Mount Sinai. Mount Sinai is one of the places that has a historical value in the history of Islam. It was where Prophet Musa conversed with Allah directly without an intermediary. Lesson Assessment: Formative: Recall the previous lesson about olive and fig. 1. What is the country referred to in Surah al-Tin? Label the provided map. 2. Where is the country referred to in verse 2 positioned compared to the country referred to in verse 1? 3. Who is the Prophet that represented fig and olive? Summative: 4. Who is the prophet that represents Mount Sinai in Surah At-tin? 5. What is the story behind this Prophet and Mount Sinai?

ILQ | Teachers’ Book Al-Tin LESSON 3: THE MECCAN PROPHET Introduction: Activities 1-3 will be focusing on the objects mentioned in verse 1-3, namely: figs, olives, mount Sinai, and the Kaabah. The introduction of these objects serves as a set induction, the context upon which all subsequent lessons will be built. Set Induction: In the previous lesson, we have learned about Mount Sinai, figs, and olive. In this lesson, we are going to learn about the Prophet that is hinted by Allah in this surah that represents Kaabah. Who do you think to represent Kaabah? To know more about this, lets us proceed with our class with this activity! Lesson Outcome: At the end of the lesson, students will be able to 1. Recognize the prophets hinted at by verse 3. 2. Identify the Kaabah (approximately). 3. Know the position of the countries mentioned in verse 1, 2 and 3. Materials: 1. A milk or juice carton 2. Black paint 3. Glue 4. Golden-coloured Ribbon Procedure: 1. Clean an empty milk/juice carton. 2. Paint it black. 3. With a craft knife, cut out a cube from the bottom part of the carton. 4. Decorate with a gold ribbon. 5. Finally, combine the activity for Day 3 with Day 2. Place the Kaabah correctly in relation to other geographical sites. 6. To insert some contents, guide the students to identify the different parts of the Kaabah. Lessons: In verse 3, Allah mentioned “and this city of security”. “This city” refers to the Kaaba. It was built by Prophet Ibrahim and Ismail alayhimassalam. Lesson Assessment: Formative: Ask the student about the basic information of Kaabah. 1. Have you ever heard about Kaabah? 2. What do we do when we go to Kaabah? 3. Based in this Surah, who is the Prophet that is represented by the Kaabah? Summative: Ask the student about position of Kaabah. 1. Where is the Kaabah in relation to Jerusalem and Mount Sinai? 2. Can you tell and show your replica of Kaabah to your friend?

ILQ | Teachers’ Book Al-Tin LESSON 4: WIRED HUMAN Introduction: We are going to introduce the concepts that are related to the Prophets introduced in lwaaon 1-3. The main concept that is pivoting the lesson here is “human perfection”. The Prophets mentioned in verse 1-3 represent the most perfect humans in the history of mankind. This is touched by verse 4. However, where there is the possibility of perfection, there is also the possibility of its opposite. Therefore, humans are also able to make himself low as represented by the people that lived during the time of these Prophets. For example, Firʿawn in the time of Musa, King Namrud in the time of Ibrahim, Abu Jahal and Abu Lahab in the time of Prophet Muhammad, etc. And verse 5 reflects this very well. Set Induction: In verse 1-3, Allah mentions the Ulul Azmi Prophets. What is the point that Allah is trying to make? These five prophets represent the most perfect humans. How can they be perfect? The fact that they can be perfect means that Allah has created mankind with the ability to perfect himself. And this perfection manifests itself even in the physical arrangements of the human body. Lesson Outcome: At the end of the lesson, students will be able to: 1. Understand and explain the physical representation of the concept of “human perfection”. 2. Understand and identify the purposes of all body parts. 3. Give examples of how all body parts can help to fulfil the purpose of existence. Materials: 1. Metal wires 2. A wire cutter 3. A wire clipper 4. An A4 paper 5. A pencil 6. Small key chain rings Procedure: 1. Take a piece of A4 paper for the armature. Position it vertically and then fold downwards three times. 2. Unfold the folds. Then fold it sideways two times. You will get a 3x8 scaled paper. 3. Now, draw a stickman based on the scales – with the shoulders positioned at the vertical lines and other limbs at the horizontal lines. 4. You can make the scale as you wish. You can make the person normally scaled, or a midget, or even a man with an elongated body and shortened legs. The creativity is yours. 5. Take the metal wire, with a length suitable to the size of your intended figure and bend it in the middle to form the head. The rest of the body is up to the teachers’ creativity – and also with a cutter and a clipper. Along the way, the teacher invites the students to reflect on the purposes of each body part.

ILQ | Teachers’ Book Al-Tin 6. For the limbs, wrap the wires around the key chain rings using the wire clipper. Then, connect them with the main body. 7. Now, you have a man with fully functioning limbs. You can move the man to pray properly and to do many other sorts of things. Lessons: Allah has created man with the most perfect composition. He is made to be both a physical being as well as a spiritual being. His destiny, however, is to actualize his spiritual potential. And this is achievable only when he worships Allah properly. Lesson Assessment: Formative: Ask the students about body parts. 1. What are the purposes of all body parts? 2. What is the wisdom behind the high position of man’s head? Summative: Ask the student about the purpose of man 1. What is the significance of the upright stature of man? 2. What is the ultimate purpose of a healthy body? 3. What is the importance of obeying the purpose of our existence?

ILQ | Teachers’ Book Al-Tin LESSON 5: WILLOW IN THE WIND Introduction: Same as Lesson 4. Set Induction: In verse 4, Allah mentions that He has created humans as the most perfect creation. However, in verse 5 He says that humans can also be the most undignified. How is this so? Well, perfection is a journey, not a steady state. Therefore, Allah creates tests to help us excel the journey. Even the Prophets were tested. And they succeeded Lesson Outcome: At the end of the lesson, students will be able to understand the function of tests in life and how they help us to perfect ourselves. Materials: 1. A group of 8-10 people 2. A facilitator Procedure: 1. Have a volunteer be the “willow” and have the rest of the group form a circle around them. 2. The willow closes its eyes and lets the group know they are ready to fall. 3. The group lets the willow know they are ready to catch them. 4. With extended arms, they keep the willow upright. Lessons: 1. In the first three verses of Surah al-Tin, Allah mentions some plants and places, all of which hint at a group of five Prophets – Nuh, Isa, Musa, Ibrahim and Muhammad alayhimussalam. 2. All of these Prophets are what is called as the Ulū al-ʿAẓmi – The Chief Prophets. These are amongst the most highly exalted by Allah. 3. They are dignified so handsomely because of their unwavering faith and trust towards Allah and as well as their unassailable patience towards the heavy tests inflicted upon them. 4. They are the prime examples of the Perfect Man (insan kamil) mentioned in verse 4. Therefore, if we want to be better human beings, we must follow the footsteps of these Prophets and believe in Allah. Lesson Assessment: 1. How do we perfect ourselves? By overcoming life tests. 2. Why is having faith in Allah important? Because only with faith (tawakkal) can we succeed in overcoming the tests.

ILQ | Teachers’ Book Al-Tin LESSON 6: WHERE’S THE LOWEST POINT ON THE EARTH Introduction: Same as Lesson 4. Set Induction: In the previous activity, we have looked at how tests are necessary as the means for us to come out of the other side stronger and more perfect. But what happens if we fail the tests? Let us make an experiment to understand the consequences. Lesson Outcome: At the end of the lesson, students will be able to: 1. Understand the role of tests as the factor of human perfection. 2. Describe the consequences of failing the tests given by Allah. 3. Understand the mechanism of water and air pressure. Materials: 1. A bendable straw 2. Plasticine 3. A plastic water bottle 4. Water Procedure: 1. Fill a water bottle up to the bottleneck. 2. Now, take a bendable straw and cut the straight part. 3. Bend the bendable part and cover both of its openings with plasticine. Do make sure they are airtight. Do not let the air come in and out. 4. Next, put the straw inside the bottle. You will see that it floats. 5. Now, the interesting part is yet to come. Squeeze the middle part of the bottle and see what happens. The straw sinks! How miraculous. 6. As a finale, show the students various videos on Mariana Trench and the Challenger Deep, and what creatures lie at the deepest, darkest and lowest point on Earth. Lessons: 1. In verse 5, Allah says that He returns man (because of his own disobedience) to become the lowest of the low – like a submarine that sinks into the lowest point on Earth, Challenger Deep 2. Although submarines sinking into the depth of oceans are a good thing, man sinking into the dark abyss of misguidance is a bad thing. That is why we must always be mindful to be safe from becoming the worst that we can be. 3. Teachers can use the images of ugly creatures in the dark depths of Challenger Deep to portray the ugliness of man when becoming low himself. Lesson Assessment: 1. Give the students a series of hypothetical situations that involve tests from Allah. Ask them if they were to be in the situation, what they would do to overcome the situation and come out more perfect. 2. Ask the students about the consequences of failing the tests given by Allah.

ILQ | Teachers’ Book Al-Tin LESSON 7: CRAFT: “THE BEST ATTRACTION IN MALAYSIA: KLCC” Introduction: The discussions and themes of week 1 and 2 are expanded with more focus. Among the focuses are the presentation style of the surah and the relevance of the surah. The style of the surah addresses the psychological behaviour of humans in that the surah mentions some objects that are already familiar to the Arab’s psychology, so as to capture their attention. Meanwhile, the surah has immediate relevance in the matter of self-care. This is because taking care of ourselves physically is one of the ways of taking care of ourselves spiritually. By taking care of ourselves, only then we are able to complete the mission of becoming a more perfect human. Furthermore, taking care of ourselves also includes taking care of what we do. Lesson 9 addresses the theme. Set Induction: 1. If you were to go to Egypt, or Makkah, or Jerusalem, or any other Arab countries, what would be the things that you would likely see? 2. In Malaysia, for example, without doubt there is the Kuala Lumpur twin tower. And whenever we describe our country, surely this tower is one of the landmarks that we will mention to make the description interesting. 3. Similarly, the Quran does exactly the same. Let us make an activity to understand the style of the Quran. Lesson Outcome: At the end of the lesson, students will be able to 1. Understand one of the presentation styles of the Quran. 2. Find similar styles in the Quran whenever they find similar examples in other surahs (exclusively in juz 30). Materials: 1. Hard paper (brown paper box) 2. Scissor 3. Hot glue gun/Sellotape 4. Cover paper with various colours Procedure: 1. Set with the students to build KLCC from a brown paper box. 2. Prepare all the things and divide students into a few groups. 3. Assign each group to build different parts of KLCC together. 4. Students can also choose and build different monuments from other countries Lessons: 1. First, Mount Sinai is the mountain where Musa received his divine calling and is located in Egypt. 2. Second, the secure city of Makkah, al-Balad al-Amīn refers to Ibrahim who built the Kaabah as well as to Prophet Muhammad. Makkah is known as a peaceful city and the Kaabah is the main attraction. 3. Here we can see how Allah uses some of the famous objects from different places to grab the readers’ attention.

ILQ | Teachers’ Book Al-Tin Lesson Assessment: Formative: Ask the student about their opinion of an interesting place 1. What is your favourite place in Malaysia? 2. Why do you think KLCC is the attraction of Malaysia? Summative: Ask the student about the surah in Al-Quran 3. Is there any surah in Al-Quran that has a similar style as Surah al-tin? 4. Why do you think it is similar?

ILQ | Teachers’ Book Al-Tin LESSON 8: GAMES: MY SELF Introduction: Same as Lesson 7 Set Induction: 1. Do you take your shower every morning? And do you eat healthy food every day? Why? Because you want to take care of yourself. 2. But why is it important to take care of yourself? Because you want to be in the best shape. So that you can perform your daily tasks comfortably and with more productivity. And the tasks that you complete can be done more perfectly. 3. Similarly, we need to take care of our souls. We need to purify it, nurture it with good character, and fill it with the remembrance of Allah. So that it will become more perfect. Lesson Outcome: At the end of the lesson, students will be able to 1. Understand the correspondence between physical health and spiritual health and how it relates to human perfection. 2. Acquire self-care skills based on questions by their teacher. Materials: 1. Toothbrush 2. Toothpaste 3. Healthy fruits 4. Mirror 5. Skipping rope 6. Prayer mat Procedure: Teacher appoints 5 persons in charge and setup 5 checkpoints: 1. Checkpoint A: Self Care. Activity: Brush your teeth. 2. Checkpoint B: Healthy eating habits. Activity: Eat healthy fruits. 3. Checkpoint C: Self-talk Activity: Students talk to themselves in the mirror about their positive attributes, capabilities, potentials, hobbies and good behaviours. 4. Checkpoint D: Physical Health Activity: Ask them to play the skipping rope. 5. Checkpoint E: Ṣalāt Activity: Ask the students to perform solat dhuha and make du’a to Allah. Lessons: This activity is to encourage students to maintain self-care activities and help them to cultivate good habits. They should know how to value themselves by always doing good, physically and mentally. This is because Allah has mentioned in verse 4 that He has created man in the finest form. Lesson Assessment: Summative: Ask the students the “5w” questions to develop their reasoning.

ILQ | Teachers’ Book Al-Tin 1. Why do we need to take care of our body? So that we have a healthy body. 2. Why do we need a healthy body? So that we can take care of our soul. 3. How can a healthy body help us to take care of our soul? A healthy body allows us to perform more ʿibādah. 4. What is the measure of human perfection? The health of his soul.

ILQ | Teachers’ Book Al-Tin LESSON 9: GOOD DEEDS Introduction: Same as Lesson 7. Set Induction: Previously, we learnt about how to take care of ourselves in term of cleanliness of our body. However, we need to balance the care for our cleanliness of our body and our behaviour. These two things complete each other so that we can be good human being. We need to sort out the good behaviour and bad behaviour so that we know what behaviour we need to avoid to be a good person. Lesson Outcome: At the end of the lesson, students will be able to: 1. Understand the importance of being self-aware with one’s own actions. 2. Demonstrate self-awareness. Materials: 1. Things that the student chooses to give to their friends 2. A loudspeaker 3. A Smartphone (to play music) 4. A pen Procedure: 1. Ask the students to make a big circle. 2. Give a situation. For example: ‘You are in town’. 3. Pass the pen while playing music for a second and pause it (like musical chair activity). 4. Students who get the pen need to do good deeds to his/her friend beside him/her. 5. The good deeds must relate to the situation above. 6. Play the music for the second round and continue doing good deeds (step 2-5). Lessons: 1. This activity is to generate awareness among the students when they are in public. 2. There are various things we can do from small acts of kindness to big ones towards other people. Doing good to people is important because it warms our hearts and makes us feel good. Examples of good deeds are sharing your umbrella with someone, giving a compliment, listening to a friend’s problem, cleaning up and volunteering. 3. This reflects verse 7,” except for those who believe and do good deeds for there shall be an unfailing recompense”, where our good deeds will not be ignored unrewarded. Lesson Assessment: Summative: Ask the students to do introspection (muḥāsabah) on their own actions. (Teacher can give some situation to the students and let them decide what to do in that situation)